Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What) (H).2 Engage (Hook) (E).3 Students will know... (content) (Equip), Graphic Organizer andCooperative Learning (Explore), working on product (partners, teams...) (Experience) (R).4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine). (E).5Formative Assessment:Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailors) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that the American Revolution was critical in establishing our own nation and the Revolution changed America and the global world (Where). Students will learn this because it is important for them to know that without the Revolutionary War America would not be a free country (Why).Understanding major eras, major themes and influences in U.S. and world history, including roots of democracy and ideas in the world(What). (H) 1.2 Students will be shown images from the Revolutionary War the depict key events and the horrifying repercussions of war. They will get an idea of what it was like and how critical these events were. (E) 1.3 Students will know the Declaration of Independence, the Boston Tea Party, Boston Massacre, the Battle of Ticonderoga and the March to Quebec. George Washington, John Adams, Sam Adams, Benedict Arnold, Benjamin Franklin, Thomas Paine, John Hancock, Thomas Jefferson.
The French were our allies, George Washington was a general before he became the President, the British Navy was superior to ours, there were loyalists(British sympathizers)and patriots (Equip). Students will recognize the motivations of the Americans and the British through re-enactments of trials that took place during the Revolution. Students will use a facts from the trials and then form their own opinions on what should have happened. They will do this through the one stray activity. This is when students get together in groups and one of them gets called on to go through the facts of the trial and then state their opinion(Explore). Students will create a slideshow citing key events and trials that took place (Experience). (R) 1.4 During class students will go through a misconception check and a thumbs up thumbs down activity to indicate what they have learned. At the end of class students will provide me with an exit card stating a key fact that they learned from the trials. (Rethink).Students will use a check list to give feedback on their classmates slideshows. The teacher will conduct a group conference where the students go through the checklist and write down my suggestions for the slideshow. (Rethink/Revise) (E-2) 1.5 Formative Assessment:Pre-Asessment: Survey-ask questions about the American Revolution. If they answer accurately then move on, otherwise they will spend time on it. Checking for Understanding: Exit card and misconception check. Timely Feedback: Teacher and peer. (T) 1.6 Tailors Verbal: Students will have to do a presentation with their slideshow about the events that they considered to be important during the Revolution Logic: Students will have to reenact a trial that took place during the Revolution. The students are given roles in the trial and must find the most logical approach to their roles. At the end of the trial they are told what the verdict of the trial actually was. Visual: Students will watch a documentary about the American Revolution before they do these projects to give them ideas on what to include in their slideshow. Musical: Students will be assigned to listen to music that has Revolutionary War battle sounds and they will have to identify what those sounds are. Kinesthestic: Students will be assigned different roles for the trials they are involved in. With the role they will have their own motivation in the trial. Intrapersonal: Students will have to think on their own after reading their role sheet for the trials and figure out what their historical character would have done during that time. They will also have to research their character on their own and truly get to know them. Interpersonal: After students have a clear understanding of what their character's motivations are they will work with one another and find classmates who have similar motivations. Naturalist: Having students find out where battles took place, what the weather was like, what was the terrain like, etc. (O) 1.7 Students will be able to recognize motivations of the Americans and the British(Self-knowledge) and students will also be able to analyze the changes in America during the Revolutionary War(Perspective).Product: Fake Trial, Slideshow Presentation Number of Days: 3-5 days
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that the American Revolution was critical in establishing our own nation and the Revolution changed America and the global world (Where). Students will learn this because it is important for them to know that without the Revolutionary War America would not be a free country (Why).Understanding major eras, major themes and influences in U.S. and world history, including roots of democracy and ideas in the world(What). (H) 3.2 Students will be a given scenario that alludes to the motivations of each side in the Revolutionary War. They will be told "Imagine if there were some people that believed in a cause so truly that they would die for it, would you join them if the cause was something that you believed in? Or would be too scared to risk you own life and compromise your beliefs? Or do not agree with the cause entirely?" (E) 3.3 Students will know the Declaration of Independence, the Boston Tea Party, Boston Massacre, the Battle of Ticonderoga and the March to Quebec. George Washington, John Adams, Sam Adams, Benedict Arnold, Benjamin Franklin, Thomas Paine, John Hancock, Thomas Jefferson.
The French were our allies, George Washington was a general before he became the President, the British Navy was superior to ours, there were loyalists(British sympathizers)and patriots (Equip). Students will imagine what it was like being a part of the Revolution through the creation of comics that covers events during the Revolution. Students will use Garden to build upon their ideas for the comic (Explore). Students will construct a comic through the use of their imagination. They will get an idea of what it was like being a part of the Revolution through this activity (Experience). (R) 3.4 Students will engage in the activities rally robin and rally table. It will be with this activity that students work with one another and look at each other comics to provide feedback (Rethink). It will be at this juncture where students decide to make changes after their classmates advice.(Revise/Rethink) (E-2) 3.5 Formative Assessment: Students will share their work and receive feedback Checking for Understanding: Students will use the rally techniques to make changes based on feedback and may ultimately decide to keep what they have. Timely Feedback: Teacher and Peer (T) 3.6 Tailors Verbal: Students will their comics to the class and act a narrator for their stories. Logic: Students will have to create motivations for their characters for the historical fiction comics during the Revolution and those motives have to be logically sound. Visual: Students will have to illustrate their own comics and present them to the class Musical: During the narration of the comic students will also have to provide sounds/music that goes along with each scene in the comic. Kinesthestic: Students will act out actions from the comic. Intrapersonal: Prior to the presentation students will work on their own to come up with their own story and illustration regarding the event they are coming up with for the comic. Interpersonal: At some point prior to the presentation students will pair up and look over each others comics to give suggestions on what they should possibly change. Naturalist: Students will be taken outside to get inspiration for the setting of their comics. The purpose of this activity is for students to notice details outside and incorporate them into their comics. (O) 3.7 Students will be able to imagine being a part of the American Revolution (Empathize). Comics (Product).Number of Days: 3-4
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students will understand that the American Revolution was critical in establishing our own nation and the Revolution changed America and the global world (Where). Students will learn this because it is important for them to know that without the Revolutionary War America would not be a free country (Why).Understanding major eras, major themes and influences in U.S. and world history, including roots of democracy and ideas in the world(What). (H) 2.2 Students will be shown how important writing was back then through primary source documents(ex. Declaration of Independence, letters from Benjamin Franklin, works of Thomas Paine. etc.) (E) 2.3 Students will know the Declaration of Independence, the Boston Tea Party, Boston Massacre, the Battle of Ticonderoga and the March to Quebec. George Washington, John Adams, Sam Adams, Benedict Arnold, Benjamin Franklin, Thomas Paine, John Hancock, Thomas Jefferson.
The French were our allies, George Washington was a general before he became the President, the British Navy was superior to ours, there were loyalists(British sympathizers)and patriots (Equip). Students will write an essay in GoogleDocs, so that there can be peer edits done in the beginning and teacher edits done at the end. Through this activity students will write an essay regarding the Revolution and they will receive feedback from both myself and classmates to improve their papers (Explore). Students will write an essay in which they express to me what they have learned thus far. They will cite historical facts and use their own opinion when appropriate (Experience). (R) 2.4 Students will be checked for understanding through decisions decisions. Students will present the facts of their papers and will discuss their different opinions (Rethink). After this activity is over students will then consider the other opinions they have heard and either decide to stick with theirs or change it depending on how they felt on their classmates papers (Revise/Rethink). (E-2) 2.5 Formative Assessment: A round table discussion will ensue to help students with their papers. Checking for Understanding: Students will use the decisions decisions strategy to look over their papers and possibly rethink their opinions. Timely Feedback: Teacher and peer (T) 2.6 Tailors Verbal: After students have done their essays there will be a roundtable discussion in which the class will look over each others essays and talk about changes that can be made to the essay to make it stronger. They will also discuss what their opinion was in the essay. Logic: Students must provide logical reasoning in their papers to support their opinions. Visual: Students will have an idea web that they use during the roundtable discussion. On this web they will write down people that should have been mentioned, places, events and outcomes of each event. Musical: During the roundtable event students will be listening to music from the Revolutionary era to put them in the right frame of mind. Kinesthestic: After the roundtable discussion students will have to tell the class what edits they are going to make on their papers. The students will do this by throwing a beachball to each other and then telling the class what they did after they've caught it. Intrapersonal: Students will make the edits on their own once they have suggestions from their classmates. Interpersonal: During the roundtable discussion students will partner up in the beginning to proof read papers. Naturalist: Students will have to cite battles and events that took place outside during their papers more than once. (O) 2.7 Students will be able to exhibit the characteristics of the American Revolution (Apply). Essay (Product).Number of days: 3-5
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that the American Revolution was critical in establishing our own nation and the Revolution changed America and the global world (Where). Students will learn this because it is important for them to know that without the Revolutionary War America would not be a free country (Why).Understanding major eras, major themes and influences in U.S. and world history, including roots of democracy and ideas in the world(What). (H) 4.2 Students will be asked to imagine what it was like being in the Revolution. They will be asked to imagine how certain events went down(ex. Paul Revere letting people know "the British are coming!"). They will come up with their own interpretation of the events through their imagination. (E) 4.3 Students will know the Declaration of Independence, the Boston Tea Party, Boston Massacre, the Battle of Ticonderoga and the March to Quebec. George Washington, John Adams, Sam Adams, Benedict Arnold, Benjamin Franklin, Thomas Paine, John Hancock, Thomas Jefferson.
The French were our allies, George Washington was a general before he became the President, the British Navy was superior to ours, there were loyalists(British sympathizers)and patriots (Equip). Students will justify the American Revolution taking place and will evaluate the long term effects of the war. They will do this through a Wiki Spaces presentation and an Imovie. They will use the inverted triangle and idea rake (Explore). Students will develop a Wiki Spaces interactive presentation and an iMovie. Through these activities they be able to justify the American Revolution taking place and will also be able to evaluate the long term effects of the war (Experience). (R) 4.4 Students will engage in give one get one and simultaneous roundtable. This is where students will be given a chance to showcase their work and provide feedback (Rethink). Students will then make changes to their films and/or Wiki Spaces based on the peer and teacher feedback. (E-2) 4.5 Formative Assessment: Students will provide feedback to their classmates over both projects. Checking for Understanding: Students will engage in timed fair share where they will be one on one and discuss the Wiki Space presentation and students will also do the say something activity for the Imovie. Timely Feedback: Teacher and peer (T) 4.6 Tailors Verbal: Students will have to write dialogue for at least one scene in their iMovie film. Logic: Students must discuss logical and realistic scenarios their iMovie/Wiki Spaces Visual: Students will have to provide images and scenes written by them for the iMovie film. Musical: It will be mandatory that students also provide music/sounds that go along with the movie. Kinesthestic: Students will also have the actions of their actors written in the script. Their actors will then have to perform these actions. Intrapersonal: Students will contribute their own important piece of the film (editing, writing, acting, etc). Interpersonal: Students will work in groups for this project. Naturalist: Part of the requirements for the iMovie project will be that students provide important battles that took place during the Revolution, therefore they will be forced to include details of the battlegrounds. (O) 4.7 Students will be able to justify the American Revolution taking place (Explain) and evaluate the long term effects of the American Revolution (Interpret). Wiki spaces presentation and Imovie (Product). Number of Days: 4-5
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know... (content) (Equip), Graphic Organizer and Cooperative Learning (Explore), working on product (partners, teams...) (Experience)
(R) .4 What checking for understanding strategy was used during instruction (Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine).
(E) .5 Formative Assessment: Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailors)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 Students will be shown images from the Revolutionary War the depict key events and the horrifying repercussions of war. They will get an idea of what it was like and how critical these events were.
(E) 1.3 Students will know the Declaration of Independence, the Boston Tea Party, Boston Massacre, the Battle of Ticonderoga and the March to Quebec. George Washington, John Adams, Sam Adams, Benedict Arnold, Benjamin Franklin, Thomas Paine, John Hancock, Thomas Jefferson.
The French were our allies, George Washington was a general before he became the President, the British Navy was superior to ours, there were loyalists(British sympathizers)and patriots (Equip). Students will recognize the motivations of the Americans and the British through re-enactments of trials that took place during the Revolution. Students will use a facts from the trials and then form their own opinions on what should have happened. They will do this through the one stray activity. This is when students get together in groups and one of them gets called on to go through the facts of the trial and then state their opinion(Explore). Students will create a slideshow citing key events and trials that took place (Experience).
(R) 1.4 During class students will go through a misconception check and a thumbs up thumbs down activity to indicate what they have learned. At the end of class students will provide me with an exit card stating a key fact that they learned from the trials. (Rethink).Students will use a check list to give feedback on their classmates slideshows. The teacher will conduct a group conference where the students go through the checklist and write down my suggestions for the slideshow. (Rethink/Revise)
(E-2) 1.5 Formative Assessment: Pre-Asessment: Survey-ask questions about the American Revolution. If they answer accurately then move on, otherwise they will spend time on it. Checking for Understanding: Exit card and misconception check. Timely Feedback: Teacher and peer.
(T) 1.6 Tailors
Verbal: Students will have to do a presentation with their slideshow about the events that they considered to be important during the Revolution
Logic: Students will have to reenact a trial that took place during the Revolution. The students are given roles in the trial and must find the most logical approach to their roles. At the end of the trial they are told what the verdict of the trial actually was.
Visual: Students will watch a documentary about the American Revolution before they do these projects to give them ideas on what to include in their slideshow.
Musical: Students will be assigned to listen to music that has Revolutionary War battle sounds and they will have to identify what those sounds are.
Kinesthestic: Students will be assigned different roles for the trials they are involved in. With the role they will have their own motivation in the trial.
Intrapersonal: Students will have to think on their own after reading their role sheet for the trials and figure out what their historical character would have done during that time. They will also have to research their character on their own and truly get to know them.
Interpersonal: After students have a clear understanding of what their character's motivations are they will work with one another and find classmates who have similar motivations.
Naturalist: Having students find out where battles took place, what the weather was like, what was the terrain like, etc.
(O) 1.7 Students will be able to recognize motivations of the Americans and the British(Self-knowledge) and students will also be able to analyze the changes in America during the Revolutionary War(Perspective). Product: Fake Trial, Slideshow Presentation Number of Days: 3-5 days
Lesson 2
(H) 3.2 Students will be a given scenario that alludes to the motivations of each side in the Revolutionary War. They will be told "Imagine if there were some people that believed in a cause so truly that they would die for it, would you join them if the cause was something that you believed in? Or would be too scared to risk you own life and compromise your beliefs? Or do not agree with the cause entirely?"
(E) 3.3 Students will know the Declaration of Independence, the Boston Tea Party, Boston Massacre, the Battle of Ticonderoga and the March to Quebec. George Washington, John Adams, Sam Adams, Benedict Arnold, Benjamin Franklin, Thomas Paine, John Hancock, Thomas Jefferson.
The French were our allies, George Washington was a general before he became the President, the British Navy was superior to ours, there were loyalists(British sympathizers)and patriots (Equip). Students will imagine what it was like being a part of the Revolution through the creation of comics that covers events during the Revolution. Students will use Garden to build upon their ideas for the comic (Explore). Students will construct a comic through the use of their imagination. They will get an idea of what it was like being a part of the Revolution through this activity (Experience).
(R) 3.4 Students will engage in the activities rally robin and rally table. It will be with this activity that students work with one another and look at each other comics to provide feedback (Rethink). It will be at this juncture where students decide to make changes after their classmates advice.(Revise/Rethink)
(E-2) 3.5 Formative Assessment: Students will share their work and receive feedback Checking for Understanding: Students will use the rally techniques to make changes based on feedback and may ultimately decide to keep what they have. Timely Feedback: Teacher and Peer
(T) 3.6 Tailors
Verbal: Students will their comics to the class and act a narrator for their stories.
Logic: Students will have to create motivations for their characters for the historical fiction comics during the Revolution and those motives have to be logically sound.
Visual: Students will have to illustrate their own comics and present them to the class
Musical: During the narration of the comic students will also have to provide sounds/music that goes along with each scene in the comic.
Kinesthestic: Students will act out actions from the comic.
Intrapersonal: Prior to the presentation students will work on their own to come up with their own story and illustration regarding the event they are coming up with for the comic.
Interpersonal: At some point prior to the presentation students will pair up and look over each others comics to give suggestions on what they should possibly change.
Naturalist: Students will be taken outside to get inspiration for the setting of their comics. The purpose of this activity is for students to notice details outside and incorporate them into their comics.
(O) 3.7 Students will be able to imagine being a part of the American Revolution (Empathize). Comics (Product). Number of Days: 3-4
Lesson 3
(H) 2.2 Students will be shown how important writing was back then through primary source documents(ex. Declaration of Independence, letters from Benjamin Franklin, works of Thomas Paine. etc.)
(E) 2.3 Students will know the Declaration of Independence, the Boston Tea Party, Boston Massacre, the Battle of Ticonderoga and the March to Quebec. George Washington, John Adams, Sam Adams, Benedict Arnold, Benjamin Franklin, Thomas Paine, John Hancock, Thomas Jefferson.
The French were our allies, George Washington was a general before he became the President, the British Navy was superior to ours, there were loyalists(British sympathizers)and patriots (Equip). Students will write an essay in GoogleDocs, so that there can be peer edits done in the beginning and teacher edits done at the end. Through this activity students will write an essay regarding the Revolution and they will receive feedback from both myself and classmates to improve their papers (Explore). Students will write an essay in which they express to me what they have learned thus far. They will cite historical facts and use their own opinion when appropriate (Experience).
(R) 2.4 Students will be checked for understanding through decisions decisions. Students will present the facts of their papers and will discuss their different opinions (Rethink). After this activity is over students will then consider the other opinions they have heard and either decide to stick with theirs or change it depending on how they felt on their classmates papers (Revise/Rethink).
(E-2) 2.5 Formative Assessment: A round table discussion will ensue to help students with their papers. Checking for Understanding: Students will use the decisions decisions strategy to look over their papers and possibly rethink their opinions. Timely Feedback: Teacher and peer
(T) 2.6 Tailors
Verbal: After students have done their essays there will be a roundtable discussion in which the class will look over each others essays and talk about changes that can be made to the essay to make it stronger. They will also discuss what their opinion was in the essay.
Logic: Students must provide logical reasoning in their papers to support their opinions.
Visual: Students will have an idea web that they use during the roundtable discussion. On this web they will write down people that should have been mentioned, places, events and outcomes of each event.
Musical: During the roundtable event students will be listening to music from the Revolutionary era to put them in the right frame of mind.
Kinesthestic: After the roundtable discussion students will have to tell the class what edits they are going to make on their papers. The students will do this by throwing a beachball to each other and then telling the class what they did after they've caught it.
Intrapersonal: Students will make the edits on their own once they have suggestions from their classmates.
Interpersonal: During the roundtable discussion students will partner up in the beginning to proof read papers.
Naturalist: Students will have to cite battles and events that took place outside during their papers more than once.
(O) 2.7 Students will be able to exhibit the characteristics of the American Revolution (Apply). Essay (Product). Number of days: 3-5
Lesson 4
(H) 4.2 Students will be asked to imagine what it was like being in the Revolution. They will be asked to imagine how certain events went down(ex. Paul Revere letting people know "the British are coming!"). They will come up with their own interpretation of the events through their imagination.
(E) 4.3 Students will know the Declaration of Independence, the Boston Tea Party, Boston Massacre, the Battle of Ticonderoga and the March to Quebec. George Washington, John Adams, Sam Adams, Benedict Arnold, Benjamin Franklin, Thomas Paine, John Hancock, Thomas Jefferson.
The French were our allies, George Washington was a general before he became the President, the British Navy was superior to ours, there were loyalists(British sympathizers)and patriots (Equip). Students will justify the American Revolution taking place and will evaluate the long term effects of the war. They will do this through a Wiki Spaces presentation and an Imovie. They will use the inverted triangle and idea rake (Explore). Students will develop a Wiki Spaces interactive presentation and an iMovie. Through these activities they be able to justify the American Revolution taking place and will also be able to evaluate the long term effects of the war (Experience).
(R) 4.4 Students will engage in give one get one and simultaneous roundtable. This is where students will be given a chance to showcase their work and provide feedback (Rethink). Students will then make changes to their films and/or Wiki Spaces based on the peer and teacher feedback.
(E-2) 4.5 Formative Assessment: Students will provide feedback to their classmates over both projects. Checking for Understanding: Students will engage in timed fair share where they will be one on one and discuss the Wiki Space presentation and students will also do the say something activity for the Imovie. Timely Feedback: Teacher and peer
(T) 4.6 Tailors
Verbal: Students will have to write dialogue for at least one scene in their iMovie film.
Logic: Students must discuss logical and realistic scenarios their iMovie/Wiki Spaces
Visual: Students will have to provide images and scenes written by them for the iMovie film.
Musical: It will be mandatory that students also provide music/sounds that go along with the movie.
Kinesthestic: Students will also have the actions of their actors written in the script. Their actors will then have to perform these actions.
Intrapersonal: Students will contribute their own important piece of the film (editing, writing, acting, etc).
Interpersonal: Students will work in groups for this project.
Naturalist: Part of the requirements for the iMovie project will be that students provide important battles that took place during the Revolution, therefore they will be forced to include details of the battlegrounds.
(O) 4.7 Students will be able to justify the American Revolution taking place (Explain) and evaluate the long term effects of the American Revolution (Interpret). Wiki spaces presentation and Imovie (Product). Number of Days: 4-5
2004 ASCD and Grant Wiggins and Jay McTighe